1、北京林业大学本科毕业论文(设计)外语学习的性别差异英语 02-1 指导老师：摘 要性别是第二语言习得和外语学习中学习者差异的重要因素之一，因此，语言性别差异的研究已经越来越受到重视。该论文通过对七十二名以英语为外语的大学生的调查问卷进行分析，研究性别差异对英语学习者的学习动机，策略运用，以及学习观念的影响，基于 调查结果对英语教学提出建议。分析结果表明英语学习者在学习动机，策略运用，以及学习观念方面的确存在不同程度的性别差异。根据分析结果，该研究建议教师通过各种课堂活动激发学生对英语国家文化的兴趣，针对男、女生性格差异，对其学习策略采取重点不同的培养和训练，并通 过相互沟通的方式鼓励学生树立积
2、极的学习态度，拓展适合于自己的学习方法。关键词：性别差异，学习动机，策略运用，学习观念小四号宋体居中四号宋体加粗居中，段前段后各设为 0.5 行小四号楷体此处空一行小四号宋体加粗，关键词间以逗号隔开，段后分页三号黑体居中北京林业大学本科毕业论文(设计)iGender Differences in Foreign Language LearningEnglish 02-1 Supervisor AbstractGender is one of the learner variables that may play an important role in second language acqu
3、isition and foreign language learning, so that research on gender differences related to language has attracted more and more attention. This paper examines the self-reported study of 72 university students learning English as a foreign language in China, and focuses on the effects of gender differe
4、nces on motivation, the use of language learning strategies and beliefs, and teaching implications are provided based on the result of the survey. The analysis reveals that gender differences do exist in motivation of learning language, the use of language learning strategies as well as beliefs abou
5、t language learning. Based on the result of the analysis, the study suggests that the teachers should try to arouse the interests of the students learning the culture of English-speaking countries, carry out the strategy training according to the differences of the characters of male and female stud
6、ents, and through communication with the students encourage them to develop positive attitude towards their study and explore the methods suitable to their own characteristics.Key Words: Gender differences, motivation, learning strategies, learners beliefs小四号 Times New Roman 体居中四号 Times New Roman体加粗
7、居中，段前段后各设为 0.5 行小四号 Times New Roman 体小四号 Times New Roman体加粗，关键词间 以逗号隔开，段后分页新起一 页三号 Arial 体加粗居中此处空一行北京林业大学本科毕业论文(设计)ii北京林业大学本科毕业论文(设计)Acknowledgements（内容省略）iii三号 Arial 体加粗，段后设为 1 行内容小四号 Times New Roman 体北京林业大学本科毕业论文(设计)ContentsAbstract (Chinese) . iAbstract (English).iiAcknowledgements.iiiChapter One
8、 Introduction.1Chapter Two Theoretical Foundations32.1 Motivation.32.1.1 Definition.32.1.2 Taxonomies.42.2 Learning Strategies.52.2.1 Definitions.52.2.2 Taxonomies.52.3 Learners Beliefs.6（以下省略）References.21Appendix.23三号 Arial 体居中加粗，段后设为 1 行小四号 Times New Roman 体加粗小四号 Times New Roman 体，向右缩进 2 个字母位置小四号
9、 Times New Roman 体，向右缩进 4 个字母位置北京林业大学本科毕业论文(设计)Chapter One IntroductionLanguage is at the center of human life. Language learning and language teaching are vital to the everyday lives of millions. All forms of language teaching could be greatly improved if we had a better understanding of the langua
10、ge learner and of the language learning process itself. In fact, many studies on English learners have been conducted in China, which indeed provide teachers and researchers with a deep understanding of the actuality of English learning in this country. However, while individual differences have att
11、racted more and more attention, the factors that contribute to the relationship between gender and motivation, language learning strategies, and learners beliefs have not received adequate recognition.It is at the beginning of the 20th century that scholars started to pay attention to the relationsh
12、ip between gender and language. Research on gender differences related to language has focused on cognitive functions. For example, studies have been conducted on a variety of differences among young school children (Robinson, 1996), college students (Stumpf and Stanley, 1996), and adults (Halpern a
13、nd Wright, 1996) as well as subjects with affective or communicative disorder. And other studies are related to language production as in conversation and addressed gender differences in spoken and written language output. Examples include Mulac and Lundell (1994) written discourse. In China, resear
14、ches on gender language date back to the 1980s, which are mainly about differences in men and women language forms. Most scholars put the focus on language form as related to gender, either by introducing achievements made by researches abroad or by exploring gender and language according to their o
15、wn experience. And later, some researchers brought the study of gender and language to a broader scope. From then on, there was an obvious shift from examining language form to exploring communication strategies and speech style (e.g. Xu Lisheng, 2000). （下略）章标题，三号 Times New Roman 体加粗，段后设为 1 行小四号 Tim
16、es New Roman 体北京林业大学本科毕业论文(设计)Chapter Two Theoretical Foundations2.1 MotivationThe important involvement of motivation in learning English as a foreign language has been established for some time. There can be little doubt that motivation is a powerful factor in foreign language learning: most studi
17、es investigating the effect of motivation have found a relatively strong correlation between motivation and language learning success, with many finding motivation to be the most significant predictor of achievement (e.g. Oxford, 1993). Motivation has also been found to affect the use of language le
18、arning strategies, with highly motivated students generally employing strategies more frequently than less motivated students in many types of foreign language programs (Ehrman and Oxford, 1989).2.1.1 Definitions Although motivation is a term frequently used in both educational and research contexts
19、, there is little agreement as to the exact meaning of this concept. The term has a number of different interpretations, and it has come to be used in different ways by different people.A simple definition is provided by Keller (1983) in current psychology: “motivation refers to the choices people m
20、ake as to what experiences or goals they will approach or avoid, and the degree of effort they will exert in that respect” (Crookes and Schmidt, 1991: 481). This definition gives readers an initial idea about what motivation is. By this definition, motivation includes making choices and exerting eff
21、orts.Kanfer (1992) developed the definition of motivation by indicating that motivation refers to “the direction of attentional effort, the proportion of total attentional effort directed to the task (intensity), and the extent to which attentional effort toward the task is maintained over time (per
22、sistence)”.（下略）节标题，四号 Times New Roman 体加粗条标题，小四号 Times New Roman斜体加粗，段前设为 一行北京林业大学本科毕业论文(设计)如使用尾注的方式，注释必须放在参考文献前面，另起一页。模式如下：Notes1 楼夷， “中美知识产权报告交锋” ， 财经 2006 年第 5 期, p.31。2 E. G. Hinkelman, Dictionary of International Trade: Handbook of the Global Trade Community. Economic Science Press, 2002, p.58-
23、p.59 .3 姚欢庆，郝学功， “中美知识产权保护的冲突和解决办法的探讨” ， 知识产权1998 年第 5 期, p.18。4 N. G. Mankiw, Principles of Economics (the Second Edition). Beijing: Beijing University Press, 2004, p.102.5 Ibid6 杨叔进， “中美知识产权争端和新贸易协定及其影响” ， 当代中国研究1995 年第 3期，p.48。7 Ibid.8 Ibid. p.72.9Chinas Action Plan on IPR Protection 2006 (I).htt
24、p:/ Retrieved 2 June 2006.新起一页，四号 Arial 体加粗，置于页左侧 。北京林业大学本科毕业论文(设计)ReferencesBacon, S. M. & M. D. Finneman. Sex differences in self-reported beliefs about foreign language learning and authentic oral and written input. Language Learning. 1992, 4: 471-495.Boyle, J.P. Sex differences in listening voca
25、bulary. Language Learning. 1985. 2: 273-284. Brown, H.D. Breaking the Language Barrier. Intercultural Press, Inc. 1991.Deci, E. L. & R. M. Ryan. Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum. 1985.Ellis, R. Understanding Second Language Acquisition. Oxford: Oxford U
26、niversity Press. 1985.Halpern, D. F. & T. M. Wright. A process-oriented model of cognitive sex differences. Learning and Individual Differences. 1996, 1: 3-24.（下略）胡文仲， 跨文化交际与英语学习 。上海:上海译文出版社，1988。李长忠，语篇衔接、连贯与大学英语写作，外语与外语教学2002 (11): 25-28。刘润清，吴一安，俞涓，高校英语教育调查报告（四） ， 外语教学与研究1990 (3): 54-60。束定芳， 现代外语教学理论、实践与方法 。上海：上海外语教育出版，1996。赵俊华， 中学生英语学习观念的发展特点及性别差异研究 。 广西：广西师范大学出版社，2003。（下略）新起一页，四号 Arial 体加粗居中，段后设为 1 行五号 Times New Roman 体五号宋体
